Mostrando recursos 101 - 120 de 15.064

  1. An Activity Theoretical Approach to Designing Curriculum and Instruction That Shift the Means and Ends of History Education

    Thomas H. Levine; Thomas H. Levine; Ph. D
    Abstract: Reformers want history education to help students learn to engage in historical inquiry, read critically across conflicting sources, and engage in civil discussion of controversial issues. How can we help teachers and students shift the roles, norms, and activity in history classrooms to achieve these aims? An activity-theoretical framework suggests the value of explicitly attending to multiple aspects of human activity when designing and presenting reform-oriented pedagogies or curricula. Such attention increases the odds that teachers who implement new approaches or curriculum will achieve significant shifts in the means and ends of history education.

  2. From the 3 Rs to the 4 Rs: Toward Doctoral Education that Encourages Evidence-Based Management through Problem-Focused Research

    Paul Salipante; Ann Kowal Smith
    To make Evidence-Based Management (EBMgt) commonplace and effective, senior managers and academics must develop the capabilities that problem-focused research requires. Drawing lessons from alternative doctoral programs and problem-focused research, this chapter offers its readers concrete ways to support EBMgt in their educational, research, and senior management activities. It covers three related developments: 1) Alternative doctoral education programs producing a community of managerially experienced practitioner-scholars, that fosters EBMgt by bridging managerial and academic practice, 2) Problem-focused research, providing a new model of research for more effective EBMgt, refined in alternative doctoral programs, and 3) Overcoming barriers to EBMgt, new educational pedagogies...

  3. Proceedings Chapter Reference

    Archives Jean Piaget; Université De Genève
    Jean Piaget et l'Éducation nouvelle à l'issue des années folles de la pédagogie. Conceptualisation, reconfiguration, récupération

  4. Students ’ use of power in Foreign Language classroom interaction*

    Patricia Kim; Jiménez Niño
    * Artículo de Investigación científica que recoge los resultados de un proyecto de investigación inscrito en el grupo: Pedagogías y didácticas innovadoras de la lectura y la escritura con énfasis en las nuevas tecnologías y Didácticas.

  5. Professional Practice Research: Ensuring teacher development through a critical approach to professional learning

    Tania Aspland; Ian Macpherson (co-author
    Adelaide and president of the Australian Teacher Educators Association (ATEA). She has been a leader in course development in teacher education for many years and is currently engaged in a number of research projects in higher education pedagogies in teacher education undergraduate and graduate courses. Professor Aspland has developed an international


    Bingyi Li
    My thesis is the product of the efforts of many parties. First, I would like to thank the University of Western Sydney for providing me with an International Postgraduate Research Scholarship, which provided me with the great financial support I needed to concentrate on my study over the past three years. Most importantly, I would like to thank my principal supervisor Professor Michael Singh for his contributions to the development of my research capabilities, especially his innovative approaches to research education and supervisory pedagogies. I acknowledge that his inspiration and encouragement nurtured the germ of my ideas that has resulted...

  7. Supporting Mathematics Instruction with an Expert Coaching Model

    Drew Polly
    This article presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction. Data were collected through participant interviews, classroom observations, and anecdotal notes. Inductive qualitative analysis indicated that teachers who sought more in-class support and co-teaching opportunities showed more enactments of standards-based pedagogies than teachers who asked for resources and support outside of their mathematics classroom. Implications for...

  8. Fielding-Wells Identifying Core Elements of Argument-Based Inquiry in Primary Mathematics Learning

    Jill Fielding-wells
    Having students address mathematical inquiry problems that are ill-structured and ambiguous offers potential for them to develop a focus on mathematical evidence and reasoning. However, students may not necessarily focus on these aspects when responding to such problems. Argument-Based Inquiry is one way to guide students in this direction. This paper draws on an analysis of multiple primary classes to describe core elements in Argument-Based Inquiry in mathematics. The inclusion of inquiry-based pedagogies into classroom mathematics teaching has the potential to engage students in mathematics in authentic ways (Fielding-Wells & Makar, 2008). Students engage with inquiry as they are supported...


    Psicologia Sociedade; Arvind Gaysu R; Minas Gerais Brasil; Gaysu R. Arvind; Contexto Institucional; Discurso Em; Sala De Aula; E Pensamento; Infantil Pedagogia Re-examinada
    How to cite Complete issue More information about this article Journal's homepage in Scientific Information System

  10. Changing the game: What happens when video games enter the classroom? Innovate

    Kurt Squire
    Over the past few years, games have gone from social pariahs to the darlings of the media, technology, and now educational industries. E-learning educators in particular stand to learn a lot about building next-generation learning environments from games (Dalesio 2004). While online courses are usually little more than "online course notes, " games offer entire worlds to explore. While educators wonder if it is possible to create good online learning communities, game designers create virtual societies with their own cultures, languages, political systems, and economies (Kolbert 2001; Steinkuehler, forthcoming). While completion rates for online courses barely reach 50%, gamers spend...

  11. 59Canadian Journal of Environmental Education, 14, 2009 Engaging Indigenous Urban Youth in Environmental Learning: The Importance of Place Revisited

    Natalie Swayze
    This paper describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research method-ology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program’s place-specif-ic social, economic, and ecological situatedness. Résumé Cet article décrit l’évolution d’un programme de sensibilisation à l’environ-nement pour la jeunesse...

  12. Tell Me What You See: Pre-Service Teachers' Recognition of Exemplary Digital Pedagogy

    Margaret Lloyd; Michelle Mukherjee
    How do you identify "good " teaching practice in the complexity of a real classroom? How do you know that beginning teachers can recognise effective digital pedagogy when they see it? How can teacher educators see through their students ’ eyes? The study in this paper has arisen from our interest in what pre-service teachers “see ” when observing effective classroom practice and how this might reveal their own technological, pedagogical and content knowledge. We asked 104 pre-service teachers from Early Years, Primary and Secondary cohorts to watch and comment upon selected exemplary videos of teachers using ICT (information and...

  13. Teaching Subjectivity

    A Book Series Athena; Edited Silvia; Caporale Bizzini; Melita Richter Malabotta; Edited Silvia; Caporale Bizzini; Melita Richter Malabotta
    How can educators (teachers, professors, trainers) address issues of gender, women, gender roles, feminism and gender equality? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender ’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss the pedagogical, theoretical and political dimensions of learning and teaching...

  14. An exploration in health education of an integrated theoretical basis for sexuality education pedagogies for young people

    Juliette D. G. Goldman
    In Health Education, much sexuality education appears to have little evidence of an acknowl-edged theoretical basis for its knowledge and skills ’ teaching and learning. The Health Edu-cation teacher can frequently be at a loss to deci-pher what theoretical principles could or should permeate sexuality education curricula, which may be both detracting and distracting from the educational process. This paper explores and analyses a suggested selection of sexuality educa-tion pedagogies integrating the theoretical frame-work of Anderson and Krathwohl and Gardner’s Inter-personal Intelligence theories. In response to the earlier maturation of girls and boys, and the concomitant need for better and...

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    Contemporary learning theories inform online teachers to (re)design the course to be more authentic, flexible, and most importantly, learner-centered. However, to have a real impact on the reality, still not much literature address how to implement these web-based pedagogies, and more importantly, why certain less-then-desired outcomes often observed in practice? A phenomenon we observed that unexpected emergence of systemic changes, or even transformation, seemed quite common at the level of a course. Among these changes, learning to change in BOTH teaching and learning to achieve high quality learning (we called it a learning-to-change thesis) is possibly one of the most...

  16. 1 Gender Politics in 21st Century Literacy Reform

    Kay Bishop
    This paper is a response to the troubling realisation that women in the 21st century do not have just representation in literacy reform. Improving literacy data has become a matter of government concern across the globe as economic security is increasingly linked to knowledge. However, research into literacy reform, in particular the Queensland Government’s Literate Futures undertaken by during the period 2001 to 2004, has shown that the process of developing and implementing high stakes literacy policy remains a gendered mine field. Although women were involved at all levels in the production, circulation and reception process (Blackmore, 2010, p. 103),...

  17. DOI:10.1177/1473325005058648 Negotiating the ‘Problem-child’ in School Child Identity, Parenting and Institutional Agendas

    Eva Hjörne
    Recently neuropsychiatric diagnoses have come to play an important role in Swedish schools when handling dilemmas encountered in the context of children who experience diffi-culties. The general interest of the work reported here is the issue of when and how such diagnoses (notably Attention Deficit Hyperactivity Disorder [ADHD]) are assigned to children. In the present study, an analysis of the interaction between parents (who are reluctant to consent to testing) and the school representatives is reported. It is shown that the experts have already decided beforehand to get the boy tested for ADHD. The attempts to persuade the parents that...

  18. Psychology of Women Vuarterly, 18 ( lYY5), 583-58Y. Ynnted In the United States of Amenca. REVIEWS INSIDE FEMINIST CLASSROOMS: NOT A SIMPLE OR SINGULAR STORY

    The Feminist Classroom; Frances A. Maher; Mary; Kay Thompson
    The Feminist Classroom presents the results of a study designed to explore the pedagogy of 17 feminist teachers and the dynamics of learning in their classrooms. Drawn from six different college and university campuses, the teachers are from diverse backgrounds and disciplines but share a commitment both to women’s studies and to excellent teaching. The authors (Maher, a Professor of Education at Wheaton College, and Tetreault, formerly on the faculty at Lewis and Clark College, currently an administrator at a state university) spent 3 weeks on each campus, observing classes as well as conducting interviews with the professors and students...

  19. Mutual vulnerability: a key principle in a humanising pedagogy in post-conflict societies

    Andre Keet; Denise Zinn; Kimberley Porteus
    In this article we argue that education in post-conflict and traumatised societies should be partly underpinned by the principle of ‘mutual vulnerability ’ as central to a humanising pedagogy. We explain the conceptual links between ‘reconciliation pedagogies’, ‘mutual vulnerability ’ and ‘humanising pedagogies ’ and associate them with the broader framework of critical pedagogy. In the process of applying the principle of ‘mutual vulnerability’, normative frames and human-default drives are unveiled and interrogated in an educational context of shared moderation, learning and critical self-reflection to create the space for renewed and meaningful teaching and learning. Based on this logic, we...

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    indicates that dialogue between parents and educators is an important starting point for work on transforming pedagogies of schools. Nixon and Comber, also writing from Australia, describe how two teachers make films with their classes of young children, providing a much needed addition to the accounts of film production in schools which previously have centred on work in secondary schools. Film production allows the pupils to explore various narrative elements of play and literacy and draw on the cultural aspects of their experiences and learning. The description of classroom practice in Nixon and Comber’s chapter is complemented by Merchant’s chapter,...

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